CHAPTER I

INTRODUCTION

In this part, the writer will explain the background of study, statement of

the problems, purposes of the study, significant of the study, scopes and

limitations of the study, and definition of the key terms.

1.1. Background of the study

The duty of English teachers is not just teaching. They have to

prepare everything related to the teaching process, such as teaching materials,

course books, teaching methods, teaching techniques, and evaluation, which

all of them are staying together in the curriculum.

Curriculum is programs or activities that are designed for learners

along with the goals and the objectives, so that they can measure what they

want to measure (Hirst, 1974:2). It is usually designed based on the result of

the needs analysis, which is conducted by the teacher before or during the

class. It is aimed to organize what is going to be transmitted by the teacher

and students (Ross, 2000:5). Basically, the standard curriculum usually has

been prepared by the government as the basic for each level of institution,

like the university for instance, it has its own standard curriculum from the

government, which later there should be a development of it. Moreover, in

other institutions, like elementary school, junior high school, even senior high

school, there should be a modification, which leads to the development of the

standard curriculum itself. It is aimed to build an ideal curriculum based on

the result of needs analysis conducted to the student in the institution of

where the curriculum is implemented (Brown, 1995; Richards, 2001;

Macalister, 2010).

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 “Curriculum development” refers to all processes made by the

designer or practitioner who design or develop curriculum, including the core

and standard competence, material, approach, method, technique, time

allotment, and assessment. It is more comprehensive process than developing

curriculum, in which it is aimed to deal with all the content of the curriculum,

aims, and objectives for the program with the students’ need (Richars,

2001:2). Basically, those all aspects should be considered and interact each

other in making the syllabus and lesson plan.

In designing and/or developing curriculum, given curriculum from the

government usually becomes the basis for that process, and generally it is still

used together with some new additional aspects, so that it is called as the

developed curriculum. In term, the development itself focuses on what

knowledge, skills, and values that is going to be learnt by students in the

school (Richard, 2001:2). This is made through the need analysis conducted

by the practitioner or teacher. Ross (2000:4) states that curriculum is not

based on the subjects of study, but it is more based on the nature of the

learner. Apart of a need analysis as the starting point of designing and/or

developing curriculum, it is also able to do while in the process of teaching

and learning. It is aimed to know the strength and weaknesses of the

curriculum itself. Besides, the result of the analysis can be used as the basis

of the next developing curriculum.

Focus on language curriculum, it has been developed so many times,

in which the change of that curriculum is more on the approach of teaching.

According to Richard (2001:3), the approach of language teaching has

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changed for more than five times. In addition, in Indonesia the EFL

curriculum has also changed and developed so many times since

Independence Day (Lie, 2007) like the following;

International Indonesia
Name Year Name Year
Grammar
Translation 1800 - 1900 Unknown 1945 - 1968
Method
Direct Method 1890 - 1930 Oral Approach 1968 - 1984
Communicative
Structural Method 1930 - 1960 1984 - 1994
Approach
Meaning-Based
Reading Method 1920 - 1950 1994 - 2004
Curriculum
Audiolingual Competency-
1950 - 1970 2004 - 2006
Method Based Curriculum
Situational Content-Based
1950 - 1970 2006 - 2013
Method Curriculum
Communicative Curriculum of
1970 - Present 2013 - Present
Approach 2013
Basically, from those approaches, it will arise some other aspects of

curriculum, such as the change of method, material, time of course, and the

assessment. But, even the curriculum has been developed along with its

approaches, some teachers in some schools still use the previous approaches,

like grammar translation, direct method, etc. Lie (2007) argues that the use of

grammar-translation method and audio-lingual is still there in some school,

and there is no more about the communicative language even that is in the

world of communicative approach.

In the other hand, since there is no best approach for language

teaching and learning due to the circumstance and needs of ESL/EFL

students vary (Norland and Pruett-Said, 2006) then teachers are free to

choose which approach that is appropriate to the current class. In fact, there

are teachers who use the approaches or methods of teaching, which are

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inappropriate for the students, so that they cannot measure the goal of

teaching and learning. Like the use of method for instance, teacher use the

grammar translation method in every meeting and there is no changing of it,

so that it will make the uncomfortable class for the students, which will

address the students to dislike of the subject.

Out of approach, there are also some other aspects, in which teachers

should consider like what have been told above, such as textbook for

instance. Basically, the textbook has been standardized or given by the

government or institution along with the curriculum. But sometimes the

textbook is not appropriate to such environment, whereas the textbook can

affect the students’ interest to the lesson. Tok (2010) argues that the textbook

can affect the students’ performance and interest to the course. Novota et al.

(2012) also adds that the textbook still becomes a factor that can influence the

learning process.

Thus, need analysis is one aspect that should be done while designing

or developing EFL curriculum. It is aimed to know what thing actually

needed by the students, so that the designer can build a good preparation for

everything related to the curriculum development. Therefore, the teachers do

not find any constraints while implementing that new curriculum. Moreover,

some designers already make up the curriculum based on the need of students

and the goal of the institution, which is aimed to match two different ideas.

In fact, in the implementation of the curriculum, teacher always finds

any difficulties, like what Tomlinson (2008:47) says that material does not

seem to make students interested, instead they feel difficult to understand the

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lesson. Besides, it is strengthened by Tabari (2013), who argues that some

researchers also found some problems related the implementation of

curriculum, such as the unsuitable textbook for the context of use for

instance. It means that even the curriculum has already been modified or

developed and already deal with the environment, there will be always the

constraint occur. Ahmad (2014) found that some teachers were trapped on the

previous model of teaching and they seemed hard to implement a new

curriculum along with the approach in the process of teaching and learning.

In addition, the process of curriculum implementation is also

influenced by some factors and this may affect the achievement. Hussain et

al. (2011) found that Impact of curriculum implementation is determined by

the students’ achievement, through which the curriculum implementer will

know whether the curriculum is implemented well or not. Besides,

Rudhumbu et al. (2016) also found that the effective of curriculum planning

and implementation are influenced by other factors, such as the training and

expererience of the teacher in implementing of the curriculum.

Language curriculum development is not just a matter of how

teachers or practitioners develop a current curriculum, but is more than that.

They should consider the needs of the students, the goals, the materials,

approaches, textbook, assessment, and evaluation (Brown, 1995; Richards,

2001; Macalister, 2010). Thus, the result of development might be in some

model, in which commonly it depends on the goal of the institution, like if it

is in Indonesia, the institution integrates national and religion service

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 curriculum for instance, and of course it has different implementation with

the institution with the single standard curriculum.

In this case, Junior High School of Al Izzah is the school, which

stands under International Islamic boarding school for Girls of Al Izzah Batu.

It is one of boarding schools that facilitates students to study both Islamic and

formal studies in general. It was established in the beginning of 2006 (Al

Izzah, 2015) offers the international class for the students, in which it is

supported by the use of English as the language instruction under Cambridge

control. Therefore, it can be concluded that Al Izzah integrates its curriculum,

such as National Curriculum, Religion services, and Cambridge curriculum

together in one institution to measure a better quality of education (Al Izzah,

2015). Due to this integration, the researcher tends to learn more about the

process and implementation of the curriculum in Al Izzah, in which the

implementation of integrated curriculum is different from the conventional

one.

1.2. Statements of the Problems

Based on the background of the study above, the problems of this study are as

follows:
1. How is the implementation of integrated curriculum of EFL in Junior High

School of Al Izzah Batu?

2. What are the obstacles that occur on the implementation of integrated

curriculum of EFL in Junior High School of Al Izzah Batu?

3. How do the teacher solve the obstacles that occur on the implementation of

integrated curriculum of EFL in Junior High School of Al Izzah Batu?

1.3. Purposes of the Study
Based on the research problem stated above, the objectives of the study are:
1. To describe the implementation of the integrated curriculum of EFL in

Junior High School of Al Izzah Batu

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 2. To find the problems that occur on the implementation of integrated

curriculum of EFL in Junior High School of Al Izzah Batu

3. To describe how the teacher solve the problems occur on the

implementation of integrated curriculum of EFL in Junior High School of

Al Izzah Batu
1.4. Significance of the Study
The result of this study is expected to give the information about

the language curriculum integration and the way of how to implement it to

the researcher and the reader, in the case; principal, curriculum affair,

teachers and other researchers. Besides, it is expected to be able to give the

knowledge related to language curriculum, especially about the result of

integrated curriculum. Therefore, the teachers and practitioners can make the

result of this research as the reference of their future research or basis for

integrating language curriculum.

1.5. Scopes and Limitations
The scope of this study is about the integrated language curriculum

that is applied in Junior High School of Al Izzah Batu. However, since many

cases and problems take place on the integrated curriculum, then the writer

limits the study on the way of implementation of the curriculum, the

obstacles and the way of solving the problem of implementation.

1.6. Definition of the Key Terms
To clarify and avoid misunderstanding the meaning of this research

title, the terms are necessary to be defined as follows:

1. Language Curriculum : It is the highest part

of teaching and learning process of language. It

contains of objective of study, goals, materials,

approaches, and textbook.

2. Integrated Curriculum : The process of

enhancing curriculum. It runs two or more

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 curriculums in one institution, like national

curriculum is integrated with Cambridge

curriculum for instance.

3. Junior High School : The educational level of

institution after the elementary school

4. Al Izzah Batu: The International Islamic Boarding

School, which is supported by the formal

institution such as Junior and Senior High School

CHAPTER II

REVIEW OF RELATED LITERATURE

In this part, the researcher will discuss review of related literature that

supports the research. This discussion covers language curriculum and curriculum

development.
2.1. Language Curriculum
Learning is one process, which is done by people to get knowledge or

understanding about the things. Some people choose what they are going to

learn by themselves, some are controlled, but everyone believes that they

know what they should learn (Ross, 2000:8). They realize about what they

8
need to know and understand about the knowledge. Thus, before starting to

learn about the things, learner/student should know first what they are going

to learn first, second, third and so on. So, later they can arrange by

themselves or by someone else if they are in the institution, in which the

institution will arrange the sequence of learning/study that might be started

from the basic to the advance. In this case, language learning also has it. It is

due to second and foreign language learning is one of world largest

educational studies, in which many children and adult tend to master of a

language (Richards, 2000:1). In one country for example, the people there

might master and use more than one language, and this is normal for the

citizen of the world. They need a better communication and to avoid

misunderstanding in their daily activity. However, they do not know about

how to learn and get that language knowledge, because of their lack of

knowledge about what they should learn first, second and so on, or it can be

called as a learning sequences. Therefore, teacher or institution should design

about their understanding about the target language into a planning of

language course (Richards, 2000:1) that is blended together with some other

aspects in the curriculum that can be applied in the formal education.

It is important to have a curriculum for the educational institution,

either school or university. It is the part of educational plan of teaching and

instruction that contain of teaching purposes and objectives (Kelly, 2004:2).

It allows teachers to have a good plan for the teaching and learning process.

Thus, the curriculum and instruction should be directed to the producing of

better quality of the students (Smith, 2003:38). Thus, the clear goals,

objectives and other part of curriculum will escort the teacher and students

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into a better process. Therefore, it can be concluded that the curriculum is one

important part of education that should be built first better before others.
In addition, usually people ask why there should be a curriculum.

Thus, it is needed to know by the students, teachers, and parents as the part of

education should understand about it. As it has been known by the educators

that one content of the curriculum is about the goals of teaching, in which it

is aimed to decide what is going to be taught and what things that learners

need to learn (Nation and Macalister, 2010:6). Besides, the curriculum is also

containing of content and sequencing (Nation and Macalister, 2010:7). It is

actually related to the material that has been planned started from the basic to

the advanced or it depends on the students’ level of understanding. Thus, the

function of the curriculum is about to manage all things related to teaching

and learning process, in which all of those are managed through the need

analysis.
Language curriculum’s content is about some aspects of what are

going to be transmitted by teacher with the students and how to do it through

the process of teaching and learning, which is generally started with

syllabuses (Richards, 2000:2), which contain of goals and objectives,

assessment, materials, and teaching (Brown, 1995). Those are generally put

together in one meeting or separated in some meetings of teaching and

learning process. This language syllabuses and curriculum is just applicable

for language education courses only (Nation & Macalister, 2010). Moreover,

the teaching and learning process is designed through the learning goals and

objective along with the need analysis conducted by teacher before the class

or in the beginning of academic year (Brown, 1995; Richards, 2000; Nation

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 & Macalister, 2010). Thus, it can be concluded that the process of language

teaching and learning should be prepared well along with goals and

objectives, assessment, materials, and teaching.

2.1.1. Components of Curriculum
The key success of teaching and learning process can be seen through

the preparation made by teacher. It is due to a good preparation will lead the

teacher into a good teaching process, even though it later will have some

changes after knowing the students and classroom. In educational sector, the

preparation refers to objectives, testing, material and teaching, all of which

are the component of curriculum (Brown, 1995:20).

As the definition of curriculum that it might be defined as a document

and plan of instructional, which is used as a guide of transmitting the

knowledge among teacher and students, aiming to bring students into a

positive behavioral change (Offorma, 2015:78). The curriculum contains of

all activities that will be applied in the classroom for a semester or for one

year program, which are based on the need of the students. Therefore, the

curriculum has some components that support the teacher in order to have a

good teaching and learning process.

2.1.1.1. Need analysis
Change is the process of people from unknowing into knowing about

the things. In educational term, change can be explained as the process of

making people to move from a bad habit into a good habit or to make people

understand about something. In the process of teaching and learning, teacher

should have preparation that will lead him/her to be able to run the classroom

well, in which curriculum will be the basis of that preparation.

In order to have a good preparation that can produce a good

understanding students, teacher first should know the curriculum that match

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to students’ level of understanding. It is due to the level understanding of the

students are different and to know that level, the teacher should do an activity

that can examine it, which is called as a need analysis.

2.1.1.2. Objectives
In the beginning of semester or academic year, teachers and staff of

the institution usually have a meeting that will talk about the coming

semester. They are trying to find out all weaknesses of the past semester. It is

followed by designing of annual program and make the weaknesses as the

mirror, so that they can make it better. It is aimed to prepare themselves

before face the students in new coming semester. According to Marzano

(2004:1), it is true that the extent to which students will learn about new thing

depend on some factors, such as teacher skill, students’ interest, and the

complexity of the content. Thus, the teachers’ skill is one of the most

important requirements for teacher in transmitting knowledge to the students.

It is not easy, but if the teacher has a good preparation, they will be ready to

do it, and of course he/she later will show his/her own skill accidently. In this

case, that teachers’ skill can affect the future students’ good or less

understanding about the lesson, so that teachers are obligated to have a good

skill related to the lesson, language especially. Moreover, in the completion

of the lesson, students will have a good or less understanding about the target

knowledge, which depends on how good teacher in transmitting the

knowledge. Besides, another aspect of success in teaching and learning

process is student’s interest. Dörnyei & Murphey (2003:161) says that it is

related to the students’ motivation, in which teacher should always affirm and

motivate students through summarizing and evaluating what students have

12
accomplished. Therefore, the students’ interest will be there like what is

expected. In addition, out of teachers and students factors, the complexity of

the materials also affects the students’ extent learning, so that teachers are

expected to design an appropriate lesson based on the students’ level of

proficiency and understanding.

Teaching and learning process is one activity, which is built through

the learning goals and objectives. It can lead the teachers and students into a

good process of teaching and learning. Richards and Rodgers (2001:112)

argues that before doing teaching process it was necessary for teacher to find

the answer of the following questions: “What kind of English? At what level

of proficiency? And for what purpose?” It aims to know the reason or goals

of students in learning language. “What kind of English?” this question is

aiming to know what kind of English the student is going to learn, British or

American. “At what level of proficiency?” basically there are three level of

language proficiency such as beginner, intermediate and advance. After

knowing the proficiency level of where is students in, teacher will design an

appropriate lesson for them. The last is “And for what purpose?” in some

cases students or learner do not know what for they study or learn English.

Whereas, it is needed to know, which finally teacher can decide whether

students need to learn every part of the study or just some.

Those learning goals and objectives are usually designed together

with some other aspects of curriculum. They should match each other, so that

teacher can conclude what things that should be learnt first by the students

and so on. It is hard to implement the curriculum goals and adjectives, since

it is the complex system that should be done by the professional (Thornburn

13
and Collins, 2003). These learning goals and objectives are also designed

using the information gathered through need analysis into a statement that is

used to describe the goals of the program, and generate information for the

curriculum (Brown, 1995).

From time to time, the learning goals and objectives are always

updated, so that later teacher will have some model of both. Therefore, the

goals of language teaching and learning are able to focus on one or more part

of language, like ideas, skills or text (discourse) (Nation & Macalister,

2010:71). This is based on what is actually needed by the students. It is aimed

to make teachers be easier to design and create a curriculum for future lesson,

in which it should be clearer. Brown (1995:71) argues that the purpose of any

language program should be clear. Therefore, the purpose and the lesson

should be matched each other. Accordingly, the clear goals and lesson will

affect the students’ motivation and interest, so that it can affect the active

teaching and learning process that will create good product of the students’

understanding.
In addition, the goals and objectives of the students can be adapted

from the standard of content (Sukarno, 2013). It contains of basic framework

and structure of the curriculum as the guideline for curriculum development

at unit level education as the one of its contents (Government Regulation No.

19, 2005). Thus, through this standard of content, there will be an explanation

of Core Competence and Basic Competence that will be the basis of

developing curriculum.
The core competence, for Junior High School, contains of; 1.

Respecting and appreciating religious belief; 2. Respecting and appreciating

good characters based on the level of education; (3) Understanding and

14
applying the factual knowledge, conceptual, procedural, and metacognitive;

4. Showing the reasoning, process, and providing skills (Ministry of

Education and Culture, 2013). Accordingly, the Standard Competence is the

developing competence that is based on the Core Competence.

2.1.1.3. Assessment
Goals and objectives of teaching and learning might be the first

process in building or developing curriculum. It will be the basic of what and

how the students will be taught. However, before doing those all activities,

teachers should decide how to know the level of students understanding and

improvement before learning, while, and after learning. In this case they

usually should do such kind of assessment that might be done at the whole

time. Remember, this assessment is not always shown as a test. Brown

(2003:4) says that assessment is an ongoing process of knowing students

understanding and improvement that wider than a test. It means that

assessment is a wider part of a test, which might contains of test itself, daily

mark, portfolio and others. Those assessments should be made and done

affectively based on principle of assessment.

a. Type of assessment
Anderson (2003) defines assessment into two types of

instruments, such as test instrument and non-test instrument that is done

by using students’ behavior and effort while learning. Accordingly, the

first type of instrument, test, is usually used at the first meeting before

teacher decide the topic of teaching and learning, and at the last meeting,

aiming to know the result of the study. On the other hand, non-test

instrument is used in the daily activity, in which teacher records the

behavior and effort done by the students.

b. Test

15
 To know how far the students have measured the result of

learning, teacher should apply a test through giving a task for the

students. It is due to Brown’s (2003) statement that test is one of

assessment part that is very useful and contains of procedure and tasks to

assess the students.

1. Principle of language testing
In this case, to make the test useful, teacher should consider

the principle of test, such as practicality, reliability, validity,

authenticity and washback (Brown, 2003). Thus, teacher or test

designer should evaluate the test by questioning “Are the test

procedures practical? Is the test reliable? Does the procedure

demonstrate content validity? Is the procedure face valid and ‘biased

for best’? Are the test tasks as authentic as possible? And does the test

offer beneficial washback to the learner?” (Brown, 2003). Therefore,

the test will be beneficial and appropriate based on the need of the

students.
2. Practicality
Basically, in designing a test, test maker usually waste his/her

time. He/she reads some sources, material, and the students’ basic

knowledge. Therefore, it should be priced. However, a good test

maker is who can make a simplest test and low-price. Brown (2003)

stated that practical test is the test that is not expensive, not time

consuming, easy to administer and has a simple and easy scoring

procedure.
3. Reliability
The reliability of the test is a test that can be relied on and

trusted (Brown, 2003). The test should measure the students’

16
 capability and condition. It means that the test maker should know

what have been mastered and in what condition the students at the

time of the test. Therefore, through those understanding, the test will

measure its reliability.

4. Validity
It is the one important part of making test. Appropriate,

meaningful and useful are the components that are tried to measure

(Brown, 2003). The test should consider the appropriateness,

meaningful, and usefulness of the test, like reading test is given just

for reading, test for beginner is just given the beginner. In addition, it

can be called as measuring what should be measured.

5. Authenticity
The fourth item that should be considered while designing a

test is that authenticity. The test item should have the authentic

criteria, which is aimed to make students easy to understand about the

text and questions. Brown (2003) defined five criteria of authentic

test, such as natural language, more contextualized, meaningful,

thematic and real-word tasks.

6. Washback
The last item of consideration in designing test is washback.

The test designer think a lot about the effect of the test for the

students. Usually, what we know that students have an effect on

learning process, in which they will learn and try to understand more

about the material that is going to be tested. Brown (2003) stated that

the washback may refers to the effect of the test, which concern on

how students prepare the material for the test.

c. Type of test

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 Generally, test is a kind of activity that is done, aiming to know

the level of students’ understanding or students’ prior knowledge about

something, in this case language studies. It can help teacher to decide

where, in what level, and what material that student will study. Therefore,

each purpose of the test has its own type, in which will impact to the

students’ future learning. In the following, there are types of the test,

which each type has its own purpose and criteria.

1. Language aptitude test
The first type of the test is the language aptitude test. This type

of the test is used for knowing the general ability of the students in

learning language (Brown, 2003:43) that is commonly used by the

institution to predict the language competence level of the students or

understanding of the students. There some example of language

aptitude test that have been standardized and applied, such as Modern

Language Aptitude Test (MLAT) and Pinsleur Language Aptitude

Battery (PLAB).
2. Proficiency test
The second type of the test is language proficiency test. This

test is applied to measure the global competence of the students in

learning language, in which the test is not just for single skill of

language but all skills of language (Brown, 2003:44). A typical

example of the test, which have been standardized and now days have

been used for applying to the school of college are Test of English as

Foreign Language (TOEFL) and International English Language

Testing System (IELTS).

3. Placement test

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 Placement test is the third type of the test, in which the

purpose is to place students in where the level or section of language

is the same like what that student has (Brown, 2003:45). Accordingly,

this test is applied in the beginning semester or new academic year.

4. Diagnostic test
Another type of the test is diagnostic test. This test done is for

diagnosing a specific aspect of language (Brown, 2003:46). It is

usually applied along with the checklist, in which every part of

language aspect will be diagnosed to find some problem faced by the

students. Brown (2003) gave the example about pronunciation test, in

which phonological aspect will be tested to find the main problem.

5. Achievement test
The last type of the test told by Brown (2003) is achievement

test. This type of the test is aimed to know the achievement of the

students after a view meeting or at the last meeting of semester. It is

limited to particular subject that is based on the goal of the curriculum

(Brown 2003:47). Teachers or test maker design this kind of test

based on what have learned by the students. They design and apply it

to the classroom in the middle and last semester or in the students’

daily test that is conducted once a week or month.

2.1.1.4. Materials
Like many subjects of learning in general, language teaching material

might be the one of successors for teacher. The well prepared material will

impact to the flow of the teaching and learning process. It might consist of

knowledge that relates to the goal of teaching and learning process. Besides,

to facilitate the measuring of the goal, the material provides some rich

experience of different genres and type of text (Tomlinson, 2008:6).

19
Moreover, the English language teaching has three types of material, such as

materials for general English (Masuhara and Tomlinson, 2008), materials for

teaching English to young learners (Arnold and Rixom, 2008) and materials

for teaching English for specific purposes (Laborda, 2011).

In the present day English is largely becoming an international

language. It touches every part of the world as the first, second or foreign

language. Some nations obligate its people to study English indirectly

through the school lesson. The purpose of this obligation is for educating the

people to have a good communication globally. In this case, the government

usually give them a general English (GE), which is applied in the course

book. It is aimed to increase the competence of four language skills.

Masuhara and Tomlinson (2008:18) did a survey about GE in England and

found that the purpose of students in learning GE is for improving the four

language skill, in which they are aware of English is used as international

language.
Another type of English language material is for teaching English to

young learner. This type of material is more complex than material for older

learner (Arnold and Rixom, 2008:41). It is because in some places, young

learners are talk less and it is hard to make them talking. Thus, the material

for the learner should contain of meaning, interaction, and audio (Arnold and

Rixom, 2008). It is aimed to make young learners increase their vocabulary

retention through knowing the meaning and how to spell it, and interaction

ability through practice.

The last type of the English is about English for specific purposes

(ESP). ESP means that English that is learned by a group of learner based on

their need and interest, like English for Aviation for instance. Overall,

20
Laborda (2011) defined ESP material into three categories, such as science

and technology, business and economics, and social sciences and the

humanities. Therefore, before designing the material of ESP, teachers should

know first about the purpose of why student will learn English or in what

major they are now.

The all types of those materials are usually made or written into a

kind of course book. It is made to support the teacher and students in running

the teaching and learning process. Zohrabi (2010) says that course book, in

which contain of the material for the teacher and students, has a vital role in

the teaching and learning process, determine the activity in the classroom and

influence the teaching method used by the teacher. Al-Faki (2015) also argues

that since 1970s there has been a change of the learning model into the

learner as the center of the language instruction, in which the coursebook is

viewed as the resource.

2.1.1.5. Teaching
In the process of teaching and learning, teachers are wished to

understand the students and the environment of the classroom. They are able

to build a good environment through the application of method they have

prepared before the class. Thus, the approach, method and technique must be

a good preparation along with its reserve or another plan.

Approach is a whole theory of language that deal with teaching and

learning (Brown, 2000; Norland and Pruet-Sait, 2006), which offer a model

of language competence (Harmer, 2001). Thus, before deciding which

method or strategies that is going to be applied, teachers should first decide

which approach that suit to the material of today lesson. After that, teacher

will be easier to decide the appropriate methods and strategies.

21
 Methods is a plan that contain of series of activities procedure in the

classroom (Brown, 2000; Norland and Pruet-Sait, 2006). In one condition,

method is also described as a practical realization of an approach (Harmer,

2001). By the chosen method, teacher will be easy apply some activities in

sequence, which can lead to the goal measurement.

The last part of teaching activities plan is technique. This technique

can be seen as the sequences of activities in teaching and learning process

(Brown, 2000; Harmer, 2001; Norland and Pruet-Sait, 2006). It is aimed to

make students be not confused about the lesson. Though the activities in

technique, teacher might plan the process of teaching and learning starting

from the understanding and ended by creating, like what in Bloom’s

taxonomy (Anderson, 2001).

The chosen teaching method will run well if the teacher put media as

the support the teaching and learning process. It will make teacher easier to

transmit the knowledge to the student. It is due to the ability of the media that

can make student appealed to listen and

2.1.2. The Implementation of Curriculum
It is good for the nation to have a plan that is applied in the

educational sector. It can be made in sequent from the basic one to the

advance, which is called as the curriculum in the world of education. Thus,

the curriculum is made through some steps that is started by the need

analysis. It is aimed to know the students need for themselves, and it later

will be matched with the goals of country. The curriculum itself should fulfil

the need of the students and the changing of the society (Aggarwal, 2008)

like the use of technology recently in the process of teaching and learning

process for instance. But, although the educational sector, like school,

22
university and other educational institution, have already a plan or curriculum

for the students, it is still hard to implement the current curriculum. Whereas,

the process of implementation is one factor, which can cause the plan runs

successfully and lead to the goal or not.

The implementation of the curriculum is the process of applying the

developed or new design curriculum, in which there will arise a problem

related to the process itself. Through that implementation, teacher or

instructor is able to bring the goal and objectives of the curriculum. There

will be a process of practice about the curriculum and this is the action of

what has been planned (Olorunleke, 2014).

In implementing the curriculum, there some aspects that should be

considers by the institution, in this case, the principal of the school will have

a duty to do it. Hussain et al. (2011) say that for the successful curriculum

implementation, the curriculum leader should consider in-service training for

the teacher, the competent teacher and training for pre-service teacher about

the new curriculum implementation.

In every new academic year program, there should be a refreshing of

everything in the institution, especially about the teacher. Each year, the

school principal and some staffs should arrange a program to refresh, enhance

and develop teachers’ knowledge about their subject of teaching and their

teaching process. It is done for all teachers in that institution, either for new

teacher or the old one. Factoran (2009) said that the purpose of this in-service

teacher is for promoting the improvement, eliminating deficiencies, keeping

professional abreast, releasing creative activities and supporting the teacher

in the institution.

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 In addition, after completing the training, the teacher will get such a

new knowledge that can increase the competence. This later will influence

the successful of curriculum implementation in their institution like what

Hussain et al. (2011) said above.

Also, training for pre-service teacher about the curriculum

implementation is also important. It will help pre-service teacher knows

about the curriculum and its content, so he/she can create a good preparation

the teaching and learning process. In the other hand, if the teacher does not

know or unfamiliar with the curriculum then he/she may not prepare the

material and classroom management well (Freeman et al. 2013).

2.1.2.1. Obstacle and the Solution of the Curriculum Implementation
Educational objective cannot be achieved just trough having a good

planning. It should have an implementation as an action of each plan

prepared by the curriculum constructor. By this implementation, the

constructor or curriculum leader will know how well the curriculum is and

also by which they can develop the current curriculum based on the result of

the implementation. Since there will be something that might be shown about

what should be modified through that implementation or it can be called as

problem.
It is a normal thing when there is a problem in every single activity,

even though in a very best planned thing to do, there is still a problem. Either

in the implementation of curriculum. The teacher as applicator of the

curriculum will face such problem, by which they will know which part of

the curriculum that should be modified and which part that should be kept.
Ogar and Opoh (2015) conducted a research about problems

perceived by teachers in implementing curriculum by using 500 participants.

They the used questionnaire as the instrument of collecting data, in which it

24
contains of 15 problems to be chosen by the participants. Through this

research they found 13 problems were significant and 2 problems were not.

Thus, they concluded through those 13 significant problems that the inability

of teacher is applying ICT in their teaching and lack of facilities as the main

problems in the implementation of the curriculum.

In the other hand, if there is a problem, there should be a solution, and

it depends on what problem that is faced by anyone. In curriculum

implementation, as it was found by Ogar and Opoh (2015) that there were 2

significant problems in implementing curriculum, such as inability of teacher

in the use of ICT and lack of facilities that may support the teaching and

learning process. Thus, the best solution for those 2 problems are; first, the

inability of teacher in the use of ICT can be fixed by giving a training for the

teacher about it, aiming to give them understanding about how to use the

technology and the application way; second, the facilities might be completed

by institution, especially the things that are needed by teacher and students to

support their teaching and learning process. After all, the solution for the

problem basically depends on what problem that happen in the curriculum

implementation.
Besides, the length of teaching and learning also become the problem

in teching and learning process. The shorter period of teaching and learning

will have different result with the longer one. Erb and Stevenson (1999) say

that in individual planning time, the team who meet in longer period of time

will have a greater impact than those who meet in shorter period. It is due to

the maximum process will be got through the longer period of process, and

the shorter is not able to measure it. Thus, in order to fix the problem, Badley

25
(2009) suggests that there should be sufficient attention to scheduling in order

to merge the two kinds of different curriculums. It is supported by Hanover

Research Center (2012) that demonstrate the longer period of time correlate

with a greater improvement of the students. Therefore, they can reach the

maximum result of teaching and learning.

Another problem in the implementation of the curriculum, which

occur in any kind of the curriculum is that the process of making material

more value to the students. Tomlinson (2012) argues that the process of

adaptation is to make the material more value to the students using them.

Therefore, teachers need to do need analysis about the students’ interest and

they may map what they are going to teach and adapt some materials from

resources like what Delima (2010:51) did that she developed material

through designing the syllabus and map the book before she did developing,

and it can be done by adapting the topic from the materials of both

curriculums.
The material itself also can affect another aspect of teaching and

learning process, such as students’ motivation, in which the students

motivation will give a good result in return in the process of teaching and

learning. Long et al. (2013) found a fact that the students think that learning

motivation is a basis to get a good result of their studies. In addition, Al

Othman and Shuqair (2013) argue that motivation is one that influence the

second language learning. In this case, Williams-Pierce (2011) note that there

are five key ingredients, which impact student motivation, such as: student,

teacher, content, method/process, and environment. Thus, teacher may

control of those aspects in order to measure the goal.

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 Aside of teaching equipment, teachers also have a role the success of

teaching and learning. Therefore, they hould have a good competence in the

material and classroom mastery. To have those kind of requirements, teachers

should join a degree study like bachelor, master and doctoral program, or

non-degree study like seminar, workshop etc. Attending to that events can

engage teachers in self-directed learning such observing the effective

instruction during the events (Mizell, 2010). But, sometimes they cannot join

the event because of some reasons like time, place or finacial support.

Therefore, it may affect the process of their development. Therefore, the

principal or the vice should give and provide a chance for the teacher to join

the training and suppor them.

Hussain et al. (2011) say that for the successful curriculum
implementation, the curriculum leader should consider in-service
training for the teacher, the competent teacher and training for pre-
service teacher about the new curriculum implementation.

Thus, the teacher may able to develop their competence in teaching

and learning process.

2.2. Integrated Curriculum
The history of curriculum development is started by the idea of

syllabus design, in which the syllabus itself contain of the specification of

what is going to be taught and tested (Richards, 2001). It consists of teaching

and learning instructions that can make teachers be easy to measure the goal

of teaching. Besides, the curriculum development is more comprehensive

process than syllabus design or development. It includes the process of

analyzing the needs of the students, so that the curriculum developer can

determine what are suitable for the students that can help them to measure the

27
goal, such as syllabus, course structure, teaching method, and material, which

all those contents can be created through need analysis.

At the beginning process of developing curriculum of language,

teacher need to conduct an analysis to the students. It is due the need analysis

is the first step of designing curriculum (Richards, 2001:52). The analysis

will be about the knowing the need of the students, which is called as need

analysis. In addition, this analysis is also described as a procedure of

collecting data about students’ need (Richards, 2001:51). Need analysis as the

bridge between teacher and curriculum development has an important role in

matching the students’ need and everything related to syllabus, like teaching

method and material for instance.

The purpose of conducting need analysis is not just to know the need

of the students. It has some other purposes, which can make teacher easily to

design or develop the curriculum. Richards (2001) explains about some

purposes that might be taught in building a curriculum, such as:

- To find out the students’ need
- To create a suitable course for the students
- To identify the gap between what students can do and not.
- To collect the information about the students’ problem

Through those purposes, teachers might create some list of

appropriate activities or questions that will be applied in the need analysis.

Then, the teachers are able to come to the process, which may be done

before, during, or after the language program (Richards, 2001:54). It depends

on the students need that if they need to do a long-term need analysis, they

may apply it before or after the language program, but if they want to do a

short-term one, they may apply during the program.

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 In addition, one product of curriculum development is curriculum

integration. It is a kind of curriculum development, in which some

curriculums are connected each other (Drake and Burns, 2004; Casady,

2015). It appears to create a curriculum, which more exciting and help

teacher to look forward about education (Lake, 1994). In this case, the term

“integrated curriculum” has some different meanings, which depend on the

educators (Clayton, 2010:2). Specifically, this kind of curriculum built from

interdisciplinary teaching, in which some subjects or learning are connected

each other to have a good result of teaching and learning (Lake, 1994). On

the other hand, Al Izzah, is one institution that applies the integrated

curriculum, which combine three curriculums together in teaching English

language, such as Curriculum 2013 (National), The Foundation Curriculum,

and Cambridge Curriculum.

Curriculum 2013 is the newest curriculum issued by Educational

Department, in which it updates the previous Standard-Based Curriculum.

What is new in that curriculum is about the materials, what and how to score.

Those are the basic components that have been applied in the curriculum. It is

a revised version of Content-Based Curriculum (CBC) and Standard-Based

Curriculum (SBC) (Putra, 2014). In the scoring part, there are some aspects

that should be assessed by the teacher, such as students’ character, daily

activity and the test. Thus, it can be concluded that the development of this

curriculum focus on emphasizing students’ character and the cognitive

abilities of the students (Ministry of Education, 2013).

29
 Besides, Al Izzah Foundation is also having its own curriculum in

which applied in the students’ daily life. It is due the students there should

live in the boarding school as the requirement of studying there. In term, the

students should join every language activity held by the foundation in order

to enhance their language capability, like applying English language in the

morning and Arabic in the afternoon.

Cambridge Curriculum International General Certificate of

Secondary Education (IGCSE), it is a kind of curriculum that offers

international qualification for the students. The certificate is recognized by

the university in the students’ home country and overseas (Cambridge

IGCSC). This curriculum offers more than 70 subjects of study such as

English language, Science, Math and other in English based on the students’

qualification standard and need. It may students to link some subjects in order

to measure the better understanding. Besides, this international standard

curriculum supports students to be creative thinker and able to solve their

own problem. In addition, the teaching process and teaching method that is

used in the classroom is almost different with the national curriculum used in

Indonesia. In this case, students are led to have better understanding in

learning the subjects offered in the curriculum, in which it uses English as the

language instruction.

In integrating the curriculums, teachers usually mix at least two

different subjects to be learnt together, in which it will be designed to support

each other. Lake (1994) states that integrated curriculum is also known as

interdisciplinary curriculum, in which it combines two or more subject to be

30
taught and it support each other, so that it can make those subjects be easier

to study. It is actually not easy to be applied in education since a teacher is

expected to understand another subject as the part of integration. For example

like the language teacher who tries to apply the integrated curriculum, he or

she should prepare and understand the other subject to be integrated with the

language subject he or she teaches.

In addition, the aim of that integration itself is to gain the higher

process and result of education. It can lead students to have another treatment

given by the teacher. In this case, students will have different situation of

learning process, in which the students will have a team teaching process or

they will have two or more teacher in the classroom while integrated

curriculums is applied. Gehrke (1998) tells that the integration is made for

supporting the learning process of any discipline. Accordingly, it may

students to learn any disciplines from broader aspects, such as nationally and

internationally.

In the application of the curriculum integration, teacher should

combine two subjects of teaching or more, in which one of them is the

mastered subject. In this case, teacher should organize the lesson, teaching

method and other aspects to lead students be able to make a connection to

what they are learning and beyond the content of curriculum integration

(Triplett, 2015). The teacher is expected to obtain students’ achievement of

the target lesson increased.

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 CHAPTER III

RESEARCH METHOD

32
 In this part, the writer will discuss the aspects related to research method

which will be used in conducting the research. Such as research design, data

source, data instrument, data collection, and data analysis.

3.1. Research Method and Design

This research is aimed to collect the data about the implementation of

integrated curriculum in Junior High School of Al Izzah Batu, obstacles and the

solution related to the curriculum. The data also will be strengthened by digging

out the supporting data of the curriculum. Therefore, the Qualitative descriptive is

chosen as the research method for this study. The qualitative data may researcher

to explore and understand the meaning of something (Creswell, 2014:1) and

develop a detailed understanding of such phenomenon (Creswell, 2012:15). It

will help the researcher easier in having a deep research and the description of the

findings in the field of the study. Besides, in the process of this qualitative

research, case study is chosen as the approach of the study, in which the case there

will be understood and analyzed (Creswell, 2007) while conducting the research.

It allows the researcher to understand about the holistic and meaningful

characteristics of something that might happen in the organization, neighborhood,

international relation, etc. (Yin, 2003:2).

Through this qualitative design, the researcher will know deeply and

closely about the subject of research. It is due to the field study that will be done

by the researcher. Therefore, this field study will help researcher to explore the

application of the integrated curriculum in the classroom and the data related to

the problems of the study.

3.2. Data Source
The data source of this inquiry is divided into two kinds, such as primary

data source and secondary data source. Primary data is the data that can be

33
 obtained directly from the subject of the research (Institute for Work and Health,

2015) that in this study will be principal, the curriculum affair and English teacher

in Junior High School of Al Izzah Batu. Besides, the secondary data sources is the

data that have been gathered by someone else and it might help the researcher in

completing the research (Institute for Work and Health, 2015). The whole data of

this research will be taken through the interviews, observation and documents in

that institution related to the problems of the study.

3.3. Research Subject
The subjects of this study are the principal, the staff of curriculum affair

and English teachers in Junior High School of Al Izzah Batu. It is because of they

are the stakeholder of the school that directly involve in the application the

integrated curriculum. Thus, the people who are involved in the application of that

curriculum will be asked, by which the researcher will get the data. The data

source of this qualitative research usually contain of text, audio, video and image

(Flick, 2014:283). The research subject itself, Junior High School of Al Izzah, is

placed together with the International Islamic Boarding School for Girl of Al

Izzah. Both of them stand together under the same foundation of Al Izzah. This

institution is located in Jl. Indragiri Gg. Pangkur No. 78, Sumberejo, Batu, East

Java 65321, Indonesia.

This institution has been chosen because of the curriculum implemented

in that curriculum is more than one, such as National Curriculum, Ministry of

Religion Curriculum and Cambridge Curriculum. Besides, the achievement of the

students of this school, especially in language studies or competition is good, like

English Olympiad Competition, Story Telling, Spelling Bee and English Speech.

Besides, the result of National examination in 2016, 9 from 13 students who got

the perfect scores were from Al Izzah. Thus, to measure those all achievement the

34
 institution needs a process (long period). In that process, there should be a

problem and it can be the basis of why the institution be better.

3.4. Data Collection
Data collection is a part of how researcher will get the data. In the

following are methods, instruments, and procedures of collecting data.

3.4.1. Methods and instruments
Methods of collecting data is the process of how the researcher gets the

data from the subject of study. In this case, the researcher is going to apply

triangulation methods such as doing interviews, observation and

documents analysis. In the following are the methods along with the

instruments that are going to be applied in data collection.

3.4.1.1. Interviews
Interviews is a process of collecting data through asking questions to one

or more participants (Creswell, 2012:217). The researcher will use group

interviews along with semi-structured, in which there will be group of

people from the institution to be asked questions, such as the principal,

curriculum leader and teachers. According to Creswell (2012:218), focus

group interviews is the process of collecting data through interviews that

every individual in that group will be asked some same questions in order

to know the responses. Interviews will be conducted to the school

principal, the staff in curriculum affair and teacher. It will be used for

examining the point of view of those three important parts in the

application of the integrated curriculum as well as the effect of that

application for the students, teachers and the institution. The theme of the

questions are;
a. The implementation of the integrated curriculum.
b. The obstacles occurring in the implementation of the curriculum
c. The way of how to solve the problems.

35
 Besides, in this activity, the researcher will prepare voice recorder that

might be a mobile phone and list of questions (The list of questions can be

seen in the Appendix) along with the answer sheet that will be filled by the

researcher himself while interviewing.

3.4.1.2. Observations
Observation is a process of gathering the firsthand information

through observing the people or places in the research site (Creswell,

2012:213). It is the one instruments of collecting data that researcher may

take field notes and record some activities related to the research problems

(Creswell, 2007:141). It will be conducted through the semi-structured

observation. The researcher will review the things, activities and data

related to the curriculum. In this case, classroom observation will be

conducted, in which the English teacher, students and the classroom

activities during the English lesson will be observed and recorded by video

recorder in order to know the application of the curriculum. In this

observation, the researcher will use video recording and field note (the

field note can be seen in Appendix). The function of the video recording is

to make sure and review all activities done in one or more classes.

Therefore, there will be found the accurate understanding about the field.

The data that will be taken is as follows;

a. The implementation of the curriculum
b. The students activities in the class

3.4.1.3. Documents
The researcher will view all documents related to the curriculum

in the institution. It may consist of public or private information like

newspapers, minutes of meetings, personal journals, and letters for

36
 instance (Creswell, 2012:223). In this phase, the researcher will read and

review the documents like book of curriculum and its part, such as

syllabuses and lesson plans. After that, the researcher will have some

notes, like a conclusion of curriculum that might be written on a paper or

notebook.
3.4.2. Data Collection Procedures
Since the three methods are not able to be applied in the same

time, then the researcher lists the activities in the following sequence;
1. Interviewing the headmaster and recording the interview session. It is

done first because he/she is the main stake holder of the school who

plays the most important role about the school and the curriculum.
2. Interviewing the vice of headmaster in curriculum affair and recording

the interview session is the second phase. It is because he/she knows

more about the curriculum and its application in the institution.

3. Interviewing English teachers and recording the interview session is

the next phase. The teacher as the applicator of the curriculum,

especially about the application of syllabus and teaching plans related

to the curriculum.
4. Next, the researcher will observe the classroom and teaching and

learning process of English Language Studies and record the activity

by video recorder, in order to know the reality of each curriculum

application.
5. The last, the researcher will review the documents of curriculum such

as the curriculum handbook, syllabus and teaching plan to know the

content of each curriculum.

3.5. Data Analysis
When the data have been collected, it will be analyzed through some steps,

which will be based on Creswell (2009) about analyzing data, in sequence like the

following;

37
Adopted from Creswell (2009:151)

1. First step of analyzing data is organizing and preparing the data such

as result of interview, observation and document (Creswell, 2009:151).

Thus, the researcher will sort the data based on the each method of

collecting data and sequence the data from the beginning to the end.
2. The second phase is reading the data and understanding the general

ideas of participants’ answers (Creswell. 2009:151), so it will be easier

to understand while doing the next phase.

3. After sorting process, the data need to be managed by which the text

that will be included and which text that will be discarded and it is

called as coding process (Auerbach and Silverstein, 2003:42). The

researcher will review and categorize the data that will be included in

the analysis that match to the questions. Besides, the researcher is able

38
 to create and identify the segment of data, to which the analytic

procedures will be applied (Flick, 2014:21).

4. The collected data, either recorded or written data, will be sorted based

on the need of the researcher or the research concern. Then, each

sorted data will be split into such theme. Auerbach and Silverstein

(2003:54) states that since the answers of some questions stand in the

same theme, the repeating ideas will be discovered through grouping

together of related passages and all the answers will be categorized

into each questions of each theme.

5. The data then will be verified through the compatibility among the

result of observation and documents. In this phase, the researcher will

have a detail discussion about the result of each theme and description,

in which it will be interrelating each other (Creswell. 2009:155)

6. The last phase is about interpreting or meaning the data. In might be

the result of comparing the findings with the literature or theory related

to the problem (Creswell. 2009:155).

39